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Learning Progression-Based Assessment of Modern Genetics
Procházka, Marek ; Janštová, Vanda (advisor) ; Jáč, Martin (referee)
Molecular biology and genetics represent some of the most challenging biological topics for students, a correct understanding is also essential for the other chapters of biology and chemistry. The learning progression test is a tool that allows to determine the level of understanding of the given fields, which can serve as feedback that can be followed up in a targeted manner in further teaching. The aim of this work was to translate and subsequently validate the test of learning progression in molecular biology and genetics from the English original "Learning Progression-Based Assessment of Modern Genetics". Another goal of the thesis was to explain the possible influence of variables (e.g. participation in a biology seminar, science competitions or future study focus) on the overall score. Validation took place in several phases (checking the translation by experts and didactics, testing at schools and subsequent evaluation and analysis). Grammar school students completed the test online during biology class. They achieved a low level of understanding of heredity at the molecular level, further in the area of the influence of the environment on genetic information, the transfer of genetic information to offspring, and in general it is difficult for them to apply theoretical knowledge to specific...
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Comparison of effectiveness of teaching using computers vs. 3D models
Andělová, Denisa ; Janštová, Vanda (advisor) ; Jáč, Martin (referee)
Currently, pupils' interest in science continues to decline, although this area of education is very important in every day life (medicine, environment, etc.) and there is high demand for science professions on the labor market. Molecular biology curriculum concerning DNA and the transfer of genetic information is abstract and difficult topic for pupils to imagine, and for teachers to explain. There are many ways to teach this topic. Very popular are iquiry and laboratory practise. But not all schools have their own laboratories, and can teach molecular practical effectivelly. Inquiry based teaching is time consuming to prepare, and not every topic is appropriate to be taught this way. Another possibilities how to visualize "invisible" molecules and processes are computer software and animations or 3D physical model. In my thesis, I examined the effect of using computers and animations to teach abou DNA compared to using a 3D physical model on students' knowledge. I laso tested the possible influence of gender and pupils' preferences on their achieved score on knowledge tests. The research was performed in five classes at three high schools in Prague. Students in year 12 were on different types of high school and some of them took special biology class, their age was between 15 and 18 years. The...
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Comparison of effectiveness of teaching using computers vs. 3D models
Andělová, Denisa ; Janštová, Vanda (advisor) ; Jáč, Martin (referee)
Currently, pupils' interest in science continues to decline, although this area of education is very important in every day life (medicine, environment, etc.) and there is high demand for science professions on the labor market. Molecular biology curriculum concerning DNA and the transfer of genetic information is abstract and difficult topic for pupils to imagine, and for teachers to explain. There are many ways to teach this topic. Very popular are iquiry and laboratory practise. But not all schools have their own laboratories, and can teach molecular practical effectivelly. Inquiry based teaching is time consuming to prepare, and not every topic is appropriate to be taught this way. Another possibilities how to visualize "invisible" molecules and processes are computer software and animations or 3D physical model. In my thesis, I examined the effect of using computers and animations to teach abou DNA compared to using a 3D physical model on students' knowledge. I laso tested the possible influence of gender and pupils' preferences on their achieved score on knowledge tests. The research was performed in five classes at three high schools in Prague. Students in year 12 were on different types of high school and some of them took special biology class, their age was between 15 and 18 years. The...
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